The Doctoral Journey: Exploring the Relationship between Workplace Empowerment of Nurse Educators and Successful Completion of a Doctoral Degree

Transcription

1 The Henderson Repository is a free resource of the Honor Society of Nursing, Sigma Theta Tau International. It is dedicated to the dissemination of nursing research, researchrelated, and evidence-based nursing materials. Take credit for all your work, not just books and journal articles. To learn more, visit Item type Format Title Authors Presentation Text-based Document The Doctoral Journey: Exploring the Relationship between Workplace Empowerment of Nurse Educators and Successful Completion of a Doctoral Degree Burrell, Lisa Anne Downloaded 14-Jul :49:50 Link to item

2 The Doctoral Journey: Exploring the relationship between workplace empowerment of nurse educators and successful completion of a doctoral degree Lisa Anne Burrell, PhD, MSN, RN-BC, CNE

3 A bit of Nurse Educator Humor

4 Presentation Objectives: Describe current trends in nursing education and practice Discuss the need for nurses with a doctoral degree Discuss three types of barriers to earning a doctoral degree Identify workplace strategies to support nurses/nurse educators seeking a doctoral degree

5 Have you ever thought about enrolling in a doctoral program???? Most influential deterrent???

6 My Academic Journey

7 So what does the literature say about nurses with doctoral degrees? IS IT REALLY WORTH THE JOURNEY?

8 The Doctoral Dilemma The Institute of Medicine reported less than 1% of nurses hold a doctoral degree (IOM, 2011) The Institute of Medicine (2010) recommended that the number of nursing faculty who hold a doctoral degree double by Only one third of nursing faculty hold doctoral degrees (as compared to 60% of all postsecondary faculty) (NLN, 2010)

9 The Doctoral Dilemma U.S. nursing schools turned away 75,587 qualified applicants from nursing programs in 2011 due to nursing faculty vacancies (AACN, 2012) 88.3% of the faculty vacancies require a doctoral degree (AACN, 2012)

10 The Doctoral Dilemma In 2011, 1,156 doctoral candidates were turned away due to lack of faculty (AACN, 2012) Approx doctorally-prepared faculty are eligible for retirement (AACN, 2012) Approx. 60 to 80% of students enrolled in doctoral studies never complete their programs (Smith & Delmore, 2007)

11 Why do we need doctorally prepared nurses????

12 Current Trends in Nursing Practice/Education Persistent nursing faculty shortage (AACN, 2012) Nurse leaders in academia are retiring (AACN, 2012) Hospitals are pursuing Magnet recognition (Lavizzo-Mourey, 2012). Healthcare industry reform is leading to an increased need for advanced practice nurses (i.e. DNP)

13 Current Trends in Nursing Practice/Education Professional organizations are supporting the push for the baccalaureate (BSN) as the minimal entry level to practice (Spencer, 2008). Curriculum reform that promotes and facilitates matriculation into baccalaureate (BSN) programs (from diploma, ADN levels) (Spencer, 2008). Increased need for expert nurse clinicians and nurse researchers (Sherrod et al., 2012; Smith & Delmore, 2007).

14 For those of you who have thought about enrolling. What would be your most significant challenge?????

15 Anticipated challenges/deterrents of nurses considering a terminal degree.

16 Anticipated Challenges End may not justify the means (time & effort involved may not be worth it) Too old Don t see the value in earning the degree with a short amount of career time left Cost of tuition/fees Competitive admission criteria

17 Anticipated Challenges Difficulty of advanced graduate courses Lack of time for school (inability to decrease teaching workload) Courses/practicum scheduling conflicting with work hours Time it takes to complete a terminal degree Insecurity regarding academic abilities

18 Anticipated Challenges Travel expenses Challenges with online programs

19 For the DNPs, PhDs, and EdDs in the room. What was your number one challenge you had to overcome?????

20 Actual experiences of nurses who have pursued a terminal degree.

21 Personal Challenges Change in sleep patterns, chronic stress, depression, anxiety, and fluctuations in weight Time management; managing dual roles (parenting, professional, student) Strain of caring for aging parents Strained professional, social & personal relationships

22 Personal Challenges Guilt, anger, frustration about not spending time with family Lack of support Sense of seclusion Lack of academic self-discipline Maintaining the focus to persevere

23 Professional Challenges Balancing work-school-life responsibilities Time demand Transitioning from established leadership roles back into the vulnerability of the student role Developing advanced writing skills

24 Financial Challenges Personal financial obligations (including costs of children s tuition) Salary limitations in academia Costs of doctoral program (coursework and dissertation pathway)

25 Financial Challenges Limited employer financial support for doctoral degrees Lack of government subsidies for doctoral education Fewer scholarships available for doctoral work

26 Creating a Culture of Empowerment: Workplace Workload adjustment Academic days off Professional/Research days off Deans/Directors promoting a culture of excellence

27 Creating a Culture of Empowerment: Workplace Establishing a collaborative networking platform Doctoral candidate support groups Mentoring (from those that have traveled journey) Adapting the NLNs framework of core competencies for nurse educators

28 Creating a Culture of Empowerment: Organization Re-allocating funding innovatively (academic financial support for dependents, tuition/grant, assistance) Research assistance Publishing assistance Retention incentives Paid work releases for self-care activities

29 Investing in the future of nursing through empowering strategies designed to facilitate completion of a doctoral degree is PRICELESS!!!

30 Literature Conclusion The DILEMMA The TRENDS The CHALLENGES/DETERRENTS The EXPERIENCES The SUPPORT

31 The Research

32 Problem Attrition and the reluctance to enroll in doctoral programs will continue to perpetuate the shortage of qualified nursing faculty. The problem addressed by the study is the lack of evidence concerning the impact of workplace empowerment of nurse educators on successful completion of a doctoral degree.

33 Purpose Statement The purpose of the study was to examine the relationship between nurse educators perceptions of workplace empowerment and successful completion of a doctoral degree.

34 Research Design A quantitative, correlational design Sample inclusion criteria (nurses in a teaching role while enrolled in a doctoral program) Web-based survey platform Psychological Empowerment Instrument (PEI)

35 Research Questions Question #1: What is the relationship between perceived workplace empowerment of nurse educators enrolled in a doctoral program and successful completion of the degree? Question #2: What is the relationship between nurse educators who perceive lower levels of workplace empowerment and time it takes to complete a doctoral degree?

36 Results Research Question #1: No significant relationship found between workplace empowerment of nurse educators and completion of a doctoral degree (p>.05). The lack of a significant correlation between the variables suggests that empowerment on the job is not a predictor of whether or not a nurse educator will complete a doctoral degree.

37 Results Research Question #2: No significant relationship found between levels of workplace empowerment of nurse educators and time to degree completion The concept of empowerment was also measured within each subscale (competence, meaning, self-determination, and impact). Competence (highest scored) Impact (lowest scored)

38 Limitations Narrow recruitment method Low response rate; sample size (n=80) Self-report nature of PEI instrument (potential for response set biases) Survey item logistics eliminated some of the participants who met the inclusion criteria

39 Research Implications for Nursing Practice Encourage conversations about the doctoral journey of nurses Inspire nursing scholars to explore aspects that may support nurses as doctoral learners Evaluate & develop more matriculation programs in nursing education that result in advanced degrees (RN to PhD)

40 Recommendations for Further Research Replicate study with expanded recruitment methods to capture a larger sample Explore link between workplace empowerment of nurse educators and type of program (i.e. Diploma, ADN, BSN)

41 Recommendations for Further Research Examine correlation between age and workplace empowerment Qualitative approaches to investigate motivating factors that might encourage nurses to enroll in doctoral programs

42 If you felt empowered in your department or organization.. Would you be more likely to consider enrolling or encourage others to enroll in a doctoral program??

43 SOMETHING TO THINK ABOUT!!!

44 QUESTIONS???? Reference list available as a handout